Science

Implicit language hierarchies in English-taught programs create ambivalent positions for multilingual students

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Based on a feed excerpt; full article content has not been acquired. Source evidence retrieved 22/10/2026, 13:10:24 UTC.

Briefings

A 2026 study by Miki Shibata at Hiroshima University identifies a paradox in Japan's English-medium higher education where official English instruction coexists with local peer expectations that drive classroom interactions back into Japanese. This research highlights the tension between institutional mandates and the social dynamics of multilingual students in Japanese universities.

Key points

• Official English instruction is mandated in Japanese universities, yet local peer expectations often drive classroom interactions back into Japanese.
• The study by Miki Shibata at Hiroshima University's Graduate School of Humanities and Social Sciences reveals this paradox in Japan's English-medium higher education.

Context

This research addresses the tension between institutional mandates and social dynamics in Japanese universities, specifically regarding multilingual students in English-medium programs.

Limitations

Evidence is limited to a single study by Miki Shibata at Hiroshima University; no additional data, interviews, or broader longitudinal context is supplied.

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